Università Roma Tre

Module 1. From common knowledge to scientific knowledge. The indicators of scientific knowledge; the contribution of formal education to the image of science; scientific communication.
Module 2. Physics education, a research fieldOrigin and development of research in physics education in Italy; the constructivist paradigm; concepts and misconceptions; research on mental representations; conceptual change models; the conceptual nuclei of Physics.
Module 3. Scientific teaching in secondary school Design the curriculum of Physics in the different orders and in the various study addresses; the teaching / learning process; orientation teaching and laboratory teaching as a didactic methodological approach; from content to programming by skills; training orientation.
Module 4. The role of the "laboratory" in learning Physics Integration between theory and experimental verification; from observation of the phenomenon to the construction of the model; the different ways of "doing laboratory"; design of work units identifying the most appropriate experimental activities (demonstration; in the classroom with poor materials, in the instrumental laboratory, simulated through multimedia aids); implementation of laboratory operational skills for experiment management.
Module 5. Flexible and modular design of content / knowledge, teaching methodologies and learning environments Core foundations of Physics; analysis and planning of didactic courses that respond to verticality criteria (evolution of concepts coherent and appropriate to students' cognitive development) and transversality (integration of Physics with other disciplines); simulations of teaching methodologies such as: dialogue lesson, microteaching, co-planning, peer-to-peer evaluation, cooperative learning activities, group work.
Module 6. Learning evaluation of learning Modes and tools used in the various stages of monitoring, measurement, verification, evaluation and self-evaluation of learning; identification of learning contexts capable of developing and detecting skills; the National Evaluation System (SNV).
Module 7. Modern and Contemporary Physics The role of modern and contemporary Physics in school curricula: what content / paths to propose that guarantee students a real understanding of them. The new State Exam and the role of Physics in the second written test in scientific high schools. Instrumental laboratory. Five instrumental laboratories of three hours each in the months of March, April and May.

Gli studenti possono usufruire sulla Piattaforma del Dipartimento di Matematica e Fisica del seguente materiale didattico: presentazioni Power-pointrelative ai contenuti delle lezioni, articoli di ricerca, materiale di lavoro (testi da analizzare tratti da libri di testo, articoli di divulgazione scientifica, memorie originali, schede “tutorial”, filmati, applet, schede per lavori di gruppo, griglie per la valutazione degli apprendimenti, web-sites).

BIBLIOGRAFIA ESSENZIALE
Arons Arnold B. 1992, Guida all'insegnamento della fisica, Zanichelli•P. Guidoni, M. Arcà 2000 –Guardare per sistemi e guardare per variabili –l’educazione scientifica di base -AIF Editore•Vicentini M., Mayer M. (a cura di) (1999). Didattica della Fisica, Loescher Editore.•Grimellini Tomasini N., Segré G. (a cura di) (1991). Conoscenze scientifiche: le rappresentazioni mentali degli studenti, La Nuova Italia, Firenze.•La fisica secondo il PSSC, 25 film del Physical Science Study-Zanichelli•F. Bocci, Manuale per il laboratorio di fisica: introduzione all’analisi dei dati sperimentali -Zanichelli